ABSTRACT
This chapter investigates the strategies of popularization in texts about environmental issues addressed to children. Even though titles for young people have grown exponentially over the last few years, to knowledge, there are no comparative studies on the popularization of environmental issues for children. The relative lack of non-fiction in literature for young readers was observed for the Anglo-speaking world by Coleman as far as 2007, but since then the number of informational texts written for young people has increased, with a consequent widening of the areas and topics included. New non-fiction titles abound in three categories, which together cover more than half of the totality of printed books: nature, with 24%, followed by science/technology with 16% and thought/society 14%. When writing for children, some adjustments need to be made both in content and in language. Reading stimulates children’s logical skills and provides them with information they can reuse.
